Monitoring Irelands Skills Supply Trends in Education and Training - - PowerPoint PPT Presentation

Monitoring Ireland’s Skills Supply

Trends in Education and Training Outputs

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July 2013

Objective: To provide an overview of the supply of skills to the labour market from the formal education system (NFQ Levels 1‐10)

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Monitoring Ireland’s Skills Supply

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‐ 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 Births Junior Infants Junior Cycle Entrants

Inflows

Data on births refers to calendar year; junior infant & junior cycle data refers to academic year Source: CSO; DES

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NFQ 1‐2 NFQ 3 NFQ 4 NFQ 5 NFQ 6 NFQ 7 NFQ 8 NFQ 9/10 Total Junior Cert ‐ 59,000 ‐ ‐ ‐ ‐ ‐ ‐ 59,000 Leaving Cert ‐ ‐ 56,000 ‐ ‐ ‐ ‐ 56,000 QQI‐ FETAC (Major) 980 1,080 2,250 26,670 11,620 ‐ ‐ ‐ 42,600 IoTs ‐ ‐ ‐ ‐ 2,940 7,700 9,660 2,320 22,620 Universities ‐ ‐ ‐ ‐ 1,650 1,750 17,710 15,330 36,440 Total 980 60,080 84,920 16,210 9,450 27,370 17,650 216,660 Source: State Examinations Commission; Higher Education Authority (HEA); QQI * Higher education awards are for 2011

Awards Summary : Education & Training Awards by Level, 2010*

• An overall increase of approx. 6,000 awards (3%) since 2011
• Increases at all NFQ levels except level 3 (‐ 350 awards) and levels

9/10 (‐470 awards) compared to previous year

Awards in 2012*

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Source: Higher Education Authority (HEA); QQI * Higher education awards are for 2011; FET awards include major awards only

Awards Summary : Education & Training Awards by Level, 2010* Further and Higher Education Awards in 2012* (by Field)

Field NFQ 1‐2 NFQ 3 NFQ 4 NFQ 5 NFQ 6 NFQ 7 NFQ 8 NFQ 9/10 Total

General

980 830 1,680 110 150 ‐ ‐ 40 3,790

Education

‐ ‐ ‐ 10 30 30 1,810 3,010 4,890

Humanities & Arts

‐ ‐ 10 2,970 760 930 5,350 2,250 12,270

Social Science, Bus. & Law

‐ 250 280 5,470 2,220 2,480 7,900 5,940 24,540

Science & Computing

‐ ‐ ‐ 900 690 1,000 3,580 2,160 8,330

Engineering & Construction

‐ ‐ 40 580 4,040 2,320 3,100 1,120 11,200

Agriculture & Veterinary

‐ ‐ 110 1,560 1,470 300 300 50 3,790

Health & Welfare

‐ ‐ 20 12,570 5,270 1,370 4,600 2,740 26,570

Services

‐ ‐ 120 2,500 1,600 1,030 730 330 6,310

Total

980 1,080 2,250 26,670 16,210 9,450 27,370 17,650 101,660

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Award Type Award Holders Awards Awards change 2011‐2012 Certificates (Major) 42,593 42,593 13% Component (Minor) 122,876 240,094 ‐16% Specific (Special) Purpose 15,134 15,134 40% Supplemental 730 730 ‐23% Total 170,136* 298,551 ‐11%

FETAC Awards 2010

Source: QQI * The number of award holders does not sum up as some candidates may obtain more than

• ne award type

QQI FET Awards 2012 by Award Type

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Higher Education Science & Technology – NFQ 8 (Inflows & Outflows)

Source: CAO; HEA 1,782 765 2,282 3,865 1,647 1,457 1,200 2,380 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 Engineering Construction Computing Science Acceptances 2011 Acceptances 2012 Graduates 2010 Graduates 2011

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500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 PG Cert/Dip Masters PhD Enrolments 2010 Enrolments 2011 Graduates 2010 Graduates 2011

Higher Education Science & Technology – NFQ 9/10

Source: HEA

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Destination Country 2010/11* France 649 Spain 451 UK 349 Germany & Austria 329 Netherlands 144 Sweden 115 Italy 74 Others** 400 Total 2,511

Outgoing ERASMUS students from Ireland by Destination Country

Source: European Commission

*Numbers include students going abroad to higher education institutions and on work placements. **Includes: Other EU countries as well as Iceland, Liechtenstein, Norway, Croatia, and Turkey.

Q4 2012 In Employment Unemployed Not Active Total Third level degree or above (NFQ Level 8+) 82% 6% 12% 100% Third level non-degree (NFQ Level 6/ 7) 76% 9% 14% 100% Leaving Cert and FET (NFQ Level 4/ 5) 66% 16% 18% 100% Lower S econdary or less (NFQ Level 3 or less) 31% 26% 43% 100% Total 69% 13% 18% 100%

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Economic Status of 25‐29 Year‐Olds by Education Attainment, Q4 2012

Source: FÁS (SLMRU) analysis of CSO (QNHS) data

• 106,500 level 8+ graduates aged 25‐29 (Q4 2012) – a 1% decline on Q4 2009
• Level 8+ graduates more likely to be in employment than all other categories
• Level 8+ graduates were also less likely to be unemployed

‐ 20 40 60 80 100 120

Q4 2009 Q1 2010 Q2 2010 Q3 2010 Q4 2010 Q1 2011 Q2 2011 Q3 2011 Q4 2011 Q1 2012 Q2 2012 Q3 2012 Q4 2012

Thousands

Third level degree or above (NFQ Level 8+) Third level non‐ degree (NFQ Level 6/7) Leaving Cert and FET(NFQ Level 4/5) Lower Secondary or less (NFQ Level 3 or less)

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Persons in Employment Aged 25‐29 by Education Attainment, Q4 2009 ‐ Q4 2012

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• Of those aged 25‐29 years,
• graduates from the education discipline and the health

and welfare field were most likely to be in employment (93% and 90% respectively)

• graduates with education qualifications were most likely to

work in a field related to their qualification (at 88%), while

• nly 39% of those with science, maths and computing

qualifications worked in a related field

Recent Graduates (NFQ 8‐10) aged 25‐29 – Field of learning

Note: the field of learning refers to that of the highest qualification attained and as such may mask a person’s primary degree i.e. a commerce student (social science, business & law category) may go on to attain a postgraduate qualification in education and would therefore be captured in the Education field of learning rather than in the field of his/her primary degree.

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• An estimate of the extent to which the adult

population had recently engaged in formal education activities (CSO QNHS)

• People who

 stated they had engaged in formal* education and

training in the four weeks prior to the survey

 were aged 25 years and over

Formal Education: the Adult Population

*Formal education refers to education and training that typically takes place in schools, colleges and universities. Formal education is structured around one or more of the following features: the purpose and format are predetermined; it normally constitutes a continuous ladder of education; there are clearly defined learning objectives and learning time; it is normally intended to lead to certification or a nationally/internationally/professionally recognised award. Non‐formal education refers to all organised learning activities outside regular or formal education (e.g. courses or seminars intended to improve job‐related knowledge or courses intended to improve skills for social and personal purposes, such as grinds, music lessons, driving lessons, etc.); courses may or may not lead to certification.

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• Approximately 127,000 participated in formal

education activities (4% of adult population)

• Almost a fifth more when compared to Q4 2007 (or an

additional 20,500 learners)

• Participants were comprised almost equally of those

– in employment (58,000 persons, of which 40,000 were in full‐ time employment) – economically inactive (59,000 persons) – combined they made up 91% of the total

• Almost three quarters were participating in third level

education programmes, one third of which were in the field of social science, business and law

Formal Education (adults aged 25+), Quarter 4 2012

1.1% 4.1% 6.0% 7.5% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0% 6.0% 7.0% 8.0% Lwr Secondary or less Upper Secondary/FET Third level non‐ hons degree Third level hons degree or above

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Formal Education Participation Rate (%) by Education Attainment, Q4 2012

Source: FÁS (SLMRU) analysis of CSO (QNHS) data The higher the level of education attainment, the greater the likelihood of participating in formal education activities